Academic Commons Search Resultshttp://academiccommons.columbia.edu/catalog.rss?f%5Blanguage%5D%5B%5D=English&f%5Bpub_date_facet%5D%5B%5D=2012&f%5Bsubject_facet%5D%5B%5D=Educational+psychology&q=&rows=500&sort=record_creation_date+desc
Academic Commons Search Resultsen-usSchematic Effects on Probability Problem Solvinghttp://academiccommons.columbia.edu/catalog/ac:174540
Gugga, Saranda Soniahttp://hdl.handle.net/10022/AC:P:20863Fri, 28 Jun 2013 00:00:00 +0000Three studies examined context effects on solving probability problems. Variants of word problems were written with cover stories which differed with respect to social or temporal schemas, while maintaining formal problem structure and solution procedure. In the first of these studies it was shown that problems depicting schemas in which randomness was inappropriate or unexpected for the social situation were solved less often than problems depicting schemas in which randomness was appropriate. Another set of two studies examined temporal and causal schemas, in which the convention is that events are considered in forward direction. Pairs of conditional probability (CP) problems were written depicting events E1 and E2, such that E1 either occurs before E2 or causes E2. Problems were defined with respect to the order of events expressed in CPs, so that P(E2|E1) represents the CP in schema-consistent, intact order by considering the occurrence of E1 before E2, while P(E1|E2) represents CP in schema-inconsistent, inverted order. Introductory statistics students had greater difficulty encoding CP for events in schema-inconsistent order than CP of events in conventional deterministic order. The differential effects of schematic context on solving probability problems identify specific conditions and sources of bias in human reasoning under uncertainty. In addition, these biases may be influential when evaluating empirical findings in a manner similar to that demonstrated in this paper experimentally, and may have implications for how social scientists are trained in research methodology.Cognitive psychology, Quantitative psychology and psychometrics, Educational psychologyssg34Human Development, Measurement and EvaluationDissertationsMathematics Self-Efficacy and Its Relation to Profiency-Promoting Behavior and Performancehttp://academiccommons.columbia.edu/catalog/ac:160627
Causapin, Mark Gabrielhttp://hdl.handle.net/10022/AC:P:19428Mon, 25 Mar 2013 00:00:00 +0000The purpose of this study was to verify Bandura's theory on the relationship of self-efficacy and performance particularly in mathematics among high school students. A rural school in the Philippines was selected for its homogenous student population, effectively reducing the effects of confounding variables such as race, ethnic and cultural backgrounds, socioeconomic status, and language. It was shown that self-efficacy was a positive but minor predictor of future performance only for male students who previously had higher mathematics grades. The effects were different between genders. It was not a strong predictor for women regardless of previous grades, and men with weaker mathematics skills. On the other hand, mathematics self-efficacy was predicted by previous mathematics achievement for women; and also the number of siblings and parental education for the higher performing women. The use of a second language in the mathematics classroom negatively affected confidence and performance. It was also found that there were differences in terms of academic behavior, peers, and family life between students with high and low self-efficacy. Positive behaviors were found for all female students regardless of self-efficacy levels and fewer were found among men. Negative behaviors were only found among low self-efficacy students. No differences were found in terms of the lives and families of the participants, but the interviews revealed that family members and their experiences of poverty affected educational goals and ambitions. In terms of other dispositional factors, students expressed classroom and test anxieties, concerns of being embarrassed in front of their classmates, and beliefs that mathematics was naturally difficult and not enjoyable. The students who did not talk about any of these themes were better performing and had higher self-efficacy scores.Mathematics education, Educational psychologyMathematics, Science, and Technology, Mathematics EducationDissertationsAssociations Between Primetime Television Shows and Viewers' Mathematics Knowledge, Science Knowledge and Confidencehttp://academiccommons.columbia.edu/catalog/ac:158377
Krenn, Jamiehttp://hdl.handle.net/10022/AC:P:19321Mon, 11 Mar 2013 00:00:00 +0000In recent years, a rise in science and mathematics content has been observed in adult television programs. The programs CSI and Numb3rs, for example, frequently contain specific references to various science and mathematics problems. It is possible that a viewer's academic self-efficacy, defined as one's belief in the capabilities to organize and execute actions in the effort of goal attainment, may be influenced by such content; as such, television programs have the potential to positively engage adults in academics while simultaneously providing entertainment. To investigate this possibility, avid viewers of programs involving science and math were instructed to complete a questionnaire rating their chemistry and mathematics self-efficacy. In addition, the questionnaire examined viewers' understanding of specific science and mathematics topics before and after reading provided texts. Results showed a significant relationship between chemistry, but not mathematics self-efficacy and program preference. Gains in content knowledge were not observed in relation to program preference. Overall findings, however, indicate that adults may indeed engage with academic content in television programs. Such findings suggest that further research into academic self-efficacy and television content is warranted.Educational psychology, Cognitive psychologyjlg2102Cognitive Studies in Education, Human DevelopmentDissertationsVisualizing the Invisible: Generating Explanations of Scientific Phenomenahttp://academiccommons.columbia.edu/catalog/ac:152475
Bobek, Eliza Janehttp://hdl.handle.net/10022/AC:P:14669Tue, 11 Sep 2012 00:00:00 +0000Many topics in science are notoriously difficult for students to learn. Mechanisms and processes that exist on a scale outside student experience present particular challenges. While instruction often involves visualizations, students typically explain in words, spoken or written. Visualizations have many advantages over verbal explanations, especially for science, so asking students to produce visual rather than verbal explanations should improve their learning. This hypothesis was tested in two domains, a mechanical system and a chemical system. The explanations were analyzed for content, and learning assessed by a post-test. Participants' spatial ability was also assessed as spatial ability often correlates with learning science. For the verbal explaining of a mechanical system, the bicycle tire pump, high spatial participants performed better than low spatial participants. However, low spatial participants performed better and as well as high spatial participants after producing visual explanations. Visual explanations included significantly greater amounts of structural information, as well as other features essential to understanding function, for example a complete explanation of the inlet valve, a crucial but invisible structural component. In the domain of chemical bonding, visual explanations were more effective than verbal explanations, and high spatial ability participants showed greater learning than low spatial ability participants. Visual explanations contained a significantly greater amount of structural information, made reference to specific examples of chemical compounds, and often contained supplementary text. Text added to visual explanations predicted post-test scores, as did the inclusion of invisible features. Many participants who drew identified actual examples of ionic and covalent molecules. Written explanations often used general terms and presentations of definitions. Explanations generated by high spatial ability participants contained greater amounts of function and were more likely to include specific examples. In both domains, text was often spontaneously added to visual explanations. In Experiment 1, added text was equally likely to describe structure or function; in Experiment 2, added text was more likely to describe function. Taken together, the studies provide support for the use of learner-generated visual explanations as a powerful learning tool and suggest that visual explanations are superior because they demand and provide a check for completeness of explanations.Educational psychologyeb357Cognitive Studies in Education, Human DevelopmentDissertationsThe Effects of a Behavioral Metacognitive Task in High School Biology Studentshttp://academiccommons.columbia.edu/catalog/ac:147662
Sussan, Danielle Lisahttp://hdl.handle.net/10022/AC:P:13430Wed, 06 Jun 2012 00:00:00 +0000Three studies were conducted to examine the effects of a behavioral metacognitive technique on lessening students' illusions of learning. It was proposed that students' study time strategies, and consequently, final performance on a test, in a classroom setting, could be influenced positively by having students engage in metacognitive processing via making wagers regarding their learning. A novel metacognitive paradigm was implemented in three studies during which high school Biology students made prospective (during study, prior to test) metacognitive judgments, using a "betting" paradigm. This behavioral betting paradigm asked students to select either "high confidence" or "low confidence" based on how confident they felt that they would get a Biology concept correct if they were tested later. If a student chose "high confidence" and got the answer right on a later test, then he would gain 3 points. If he chose "high confidence" and got the answer wrong, he would lose 3 points. If a student chose "low confidence," he would gain one point, regardless of accuracy. Students then made study time allocation decisions by choosing whether they needed to study a particular concept "a lot more," "a little more," or "not at all." Afterwards, students had three minutes to study whichever terms they selected for any duration during those three minutes. Finally, a performance test was administered. The results showed that people are generally good at monitoring their own knowledge, in that students performed better on items judged with high confidence bets than on items judged with low confidence bets. Data analyses compared students' Study time Intentions, Actual Study Time, and Accuracy at final test for those who were required to bet versus those who were not. Results showed that students for whom bets were required tended to select relatively longer study than for whom no bets were required. That is, the intentions of those who bet were less overconfident than those who did not bet. However, there were no differences in actual study time or, as one would subsequently expect, in final test performance between the two conditions. The data provide partial evidence of the beneficial effects of directly implementing a non-intrusive metacognitive activity in a classroom setting. Students who completed this prospective bet judgment exhibited, at least, a greater willingness to study. That is, enforcing a betting strategy can increase the deliberative processes of the learner, which in turn can lessen people's illusions of knowing. By encouraging students to deliberate about their own learning, by making prospective bets, students' study time intentions were increased. Thus, it may be helpful to encourage students explicitly to use metacognitive strategies. It was unfortunate that students did not follow through on their intentions sufficiently during actual study, however, and a variety of reasons for this breakdown are discussed. The method used in the current study could potentially benefit students in any classroom setting. Using this non-verbal, behavioral betting paradigm, students are required to engage in metacognitive processes without having to take part in an invasive intervention. The betting paradigm would be easy for teachers to incorporate into their classrooms as it can be incorporated into class work, homework, or even tests and assessments. By asking students to make confidence bets, students may engage in metacognitive processing which they may not have done spontaneously.Educational psychologyCognitive Studies in Education, Human DevelopmentDissertationsDeveloping Computational Thinking Through Grounded Embodied Cognitionhttp://academiccommons.columbia.edu/catalog/ac:146732
Fadjo, Cameron Lawrencehttp://hdl.handle.net/10022/AC:P:13168Mon, 07 May 2012 00:00:00 +0000Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching and learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, and Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more 'speech' Blocks in their projects and more Absolute Positioning Blocks for 'motion' than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying and implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic and Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.Cognitive psychology, Educational psychology, Educational technologyclf2110Cognitive Studies in Education, Human Development, Mathematics, Science, and TechnologyDissertationsThe Relation between Uncertainty in Latent Class Membership and Outcomes in a Latent Class Signal Detection Modelhttp://academiccommons.columbia.edu/catalog/ac:146637
Cheng, Zhifenhttp://hdl.handle.net/10022/AC:P:13139Fri, 04 May 2012 00:00:00 +0000Latent class variables are often used to predict outcomes. The conventional practice is to first assign observations to one of the latent classes based on the maximum posterior probabilities. The assigned class membership is then treated as an observed variable and used in predicting the outcomes. This widely used classify-analyze strategy ignores the uncertainty of being in a certain latent class for the observations. Once an observation is classified to the latent class with the highest posterior probability, its probability of being in the assigned class is treated as being one. In addition, once observations are classified to the latent class with the highest posterior probability, their representativeness of the class becomes the same because they will all have a probability of one of being in the assigned class. Finally, standard errors are underestimated because the residual uncertainty about the latent class membership is ignored. This dissertation used simulation studies and an analysis of a real-world data set to compare five commonly adopted approaches (most likely class regression, probability regression, probability-weighted regression, pseudo-class regression, and the simultaneous approach) for measuring the association between a latent class variable and outcome variables to see which one can better account for the uncertainty in latent class membership in such a situation. The model considered in the study was a latent class extension of the signal detection model (LC-SDT) by DeCarlo, which has proved to be able to address certain measurement issues in the educational field, more specifically, rater issues involved in essay grading such as rater effects and rater reliability. An LC-SDT model has the potential for wide applications in education as well as other areas. Therefore it is important to explore the issue of accounting for uncertainty in latent class membership within this framework. Three ordinal outcome variables having a negative, weak, and strong association with the latent class variable were considered in the simulations. Results of the simulations showed that the simultaneous approach performed best in obtaining unbiased parameter estimates. It also yielded larger standard errors than the other approaches which have been found by previous research to underestimate standard errors. Even though the simultaneous approach has its advantages, including outcome variables in a latent class model can affect parameters of the response variables. Therefore, cautions need to be taken when using this approach. The analysis results of the real-world data set confirmed the trends observed in the simulation studies.Quantitative psychology and psychometrics, Educational psychology, Statisticszc2133Human Development, Measurement and EvaluationDissertationsThe Effects of Graphic Organizers and Content Familiarity on Second Graders' Comprehension of Cause/Effect Texthttp://academiccommons.columbia.edu/catalog/ac:144025
Snyder, Anne Elizabethhttp://hdl.handle.net/10022/AC:P:12418Wed, 01 Feb 2012 00:00:00 +0000The ability to comprehend expository text is vital for academic and professional success; however, many students struggle with this genre. While it has been found that text structure-based graphic organizers (GOs) may assist older students in comprehending expository text, it is uncertain whether this type of scaffold is effective for primary-grade students. The aim of this study was to investigate the effects of graphic organizers, level of text structure complexity, and content familiarity on second grade students' comprehension, recall, and sensitivity to cause/effect text structure. A mixed-factorial posttest-only design was utilized, with two between-subjects factors (graphic organizers and level of cause/effect structure complexity) and one within-subjects factor (content familiarity). Eighty second-grade students from two elementary schools were asked to read four cause/effect passages with familiar content (i.e. concerning objects and events that students encounter in their everyday lives) and four cause/effect passages with unfamiliar science content. Students were randomly assigned to either a graphic organizer condition or a control condition. Students in the graphic organizer condition read a cause/effect graphic organizer after reading each passage, while students in the control condition re-read the passage. Half of the students read passages with a one cause-one effect text structure and half read passages with a more complex one cause-multiple effects structure. Text structure comprehension, recall, and sensitivity were measured via student performance on three tasks. In the first task, students answered questions designed to assess structural awareness and comprehension. The proportions of structure questions answered correctly were calculated for the set of four passages used in this task. In the second task, students answered similar questions about non-structure sentences; again, proportion scores were calculated. Finally, students were asked to provide an oral free recall of text after reading each passage and its corresponding graphic organizer (or after reading and re-reading each passage). Protocols were scored for the proportions of structure and non-structure details correctly recalled for the four additional passages utilized in this task. A mixed factorial analysis of variance (ANOVA) was conducted to analyze the data. Results indicated that reading the graphic organizer, as opposed to re-reading the passage, lead to significant improvements in both recall and text structure sensitivity. In contrast, students in the control group demonstrated lower recall and structural sensitivity. There was a significant main effect for level of causal structure (one cause-one effect and one cause-multiple effects) on comprehension questions requiring structure sensitivity, with students demonstrating higher performance on the simpler one cause-one effect passages. A significant interaction was found between GO condition and level of structure complexity, such that students who re-read the text experienced a decline in performance on comprehension questions at the one cause-multiple effects level. No other effects emerged for structure complexity. Students demonstrated significantly greater performance on structure and non-structure comprehension questions and structure recall when reading familiar rather than unfamiliar content. Additionally, a marginally significant interaction was found between GO condition and familiarity; students in the re-reading condition experienced a decline in structure comprehension question performance when reading unfamiliar content. These results may inform efforts toward improving second-graders' text structure sensitivity and expository text comprehension through the use of graphic organizers.Educational psychology, Reading instruction, Educationas2024Cognitive Studies in Education, Human DevelopmentDissertationsA Comparative Analysis of the Child Behavior Checklist Scores of Traumatized Youth With and Without PTSD Relative to Nontraumatized Controlshttp://academiccommons.columbia.edu/catalog/ac:143862
Westphal, Elizabeth Lewishttp://hdl.handle.net/10022/AC:P:12370Fri, 27 Jan 2012 00:00:00 +0000This study compared the CBCL scores of clinically referred youth with PTSD to the CBCL scores of clinically referred traumatized youth without PTSD. It also compared the CBCL scores of youth with PTSD, as well as those of traumatized youth without PTSD, to those of a nontraumatized comparison group. Participants included a total of 123 youth aged 7 through 18 who were tested at Bellevue Hospital in New York City: 34 youth with PTSD, 56 traumatized youth without PTSD, and 33 nontraumatized controls. Participants in the PTSD and traumatized PTSD-negative groups were referred to the study subsequent to exposure to a variety of traumatic events (e.g., sexual assault, physical assault, motor vehicle accident, dog attack). Among the PTSD-positive group, 8 participants met DICA-R criteria for major depression, and 1 met criteria for substance dependence. Of the traumatized PTSD-negative participants, 2 met DICA-R criteria for major depression, 2 met criteria for CD, and 1 met criteria ADHD. Youth with a history of abuse or neglect were excluded. Additional exclusionary criteria included intellectual disability (i.e., IQ ≤ 69), the inability to speak or understand English, a history of significant head trauma, and the use of medication that could influence cognitive functioning. An ANOVA was used to compare the groups on standardized CBCL Total score, and a MANOVA was performed to test for group differences in standardized CBCL Internalizing and Externalizing aggregate scale scores. A MANCOVA procedure was performed with age, gender, and SES as covariates, to identify significant group differences in CBCL syndrome scale raw scores. Results of all analyses indicated significant differences between groups. The PTSD group had significantly higher CBCL Total and Internalizing aggregate scale scores than both comparison groups and significantly higher Externalizing aggregate scale scores than traumatized PTSD-negatives. No significant differences were observed between the mean CBCL Total, Internalizing aggregate scale, and Externalizing aggregate scale scores of the traumatized PTSD-negatives and nontraumatized controls. The scores of the PTSD-positive group significantly exceeded the scores of both comparison groups on the following CBCL syndrome scales: Anxious/Depressed, Delinquent Behavior, Attention Problems, Thought Problems, and Other Problems. The scores of the PTSD-positives were significantly higher than those of the traumatized PTSD-negatives on the Withdrawn and Somatic Complaints syndrome scales; they significantly exceeded those of nontraumatized controls on the Aggressive Behavior and Social Problems syndrome scales. The CBCL syndrome scale scores of traumatized PTSD-negatives and nontraumatized controls did not significantly differ. The results of this study suggest that parent-reported internalizing and externalizing behavior problems are associated with PTSD and not with exposure to trauma alone. Its findings also suggest that exposure to trauma in the absence of PTSD is not associated with higher estimates of psychiatric morbidity. As such, this study provides powerful empirical support for the differential validity of the DSM-IV PTSD classification as it applies to children and adolescents.Psychology, Educational psychology, Behavioral scienceseal40Health and Behavior Studies, School PsychologyDissertationsFostering Confidence and Competence in Early Childhood Mathematics Teachershttp://academiccommons.columbia.edu/catalog/ac:143049
Rosenfeld, Deborahhttp://hdl.handle.net/10022/AC:P:12157Tue, 10 Jan 2012 00:00:00 +0000This study aimed to increase efficacy for teaching mathematics in pre-service early childhood teachers through the presentation of five video lessons on topics in early childhood mathematics. Each lesson entailed reading a short essay on a topic related to children's mathematical thinking and then watching a short video of a child engaged in a relevant task and a clinical interview with an adult. This study also examined pre-service teachers' knowledge of mathematical development (KMD) and intellectual modesty, or the awareness of the limits of one's knowledge, as possible mediators of change in efficacy. Results showed that the video lessons did significantly increase efficacy for teaching mathematics, but that KMD and intellectual modesty were not significant mediators of the change in efficacy. In effect, confidence appeared disconnected from competence. Follow-up analyses revealed the importance of rich mathematical content within the videos in producing increased confidence and competence.Educational psychology, Early childhood education, Mathematics educationder2129Cognitive Studies in Education, Human DevelopmentDissertationsEffects of Mastery of Auditory Match-to-Sample Instruction on Echoics, Emergence of Advanced Listener Literacy, and Speaker as Own Listener Cusps by Elementary School Students with ASD and ADHDhttp://academiccommons.columbia.edu/catalog/ac:143073
Choi, Jinhyeokhttp://hdl.handle.net/10022/AC:P:12165Tue, 10 Jan 2012 00:00:00 +0000I tested the effects of mastery of an advanced auditory match-to-sample (MTS) instruction on the emission of full echoic responses, and the emergence of advanced listener literacy and speaker-as-own-listener cusps. In two experiments, an advanced auditory MTS instruction was implemented, in which the auditory MTS Flash® instructional program displayed a computer screen containing one button at the top center of the screen and two buttons below it in the bottom corners of the screen. The top button produced the sample word or phrase, and the two buttons located below produced the exemplar and non-exemplar word or phrase. In the advanced auditory match-to-sample instruction, the participant mastered MTS for words or phrases. In Experiment 1, a counterbalanced delayed multiple probe across participants design was implemented to test the effects of mastery of an advanced auditory MTS instruction on the emergence of advanced listener literacy and Naming, and the emission of full echoic responses. In Experiment 2, a time lagged multiple probe across participants design was implemented to test the effects of mastery of the advanced auditory MTS instruction on the emergence of advanced listener literacy and speaker-as-own-listener cusps (i.e., Naming, say-do correspondence, and self-talk). In addition, Experiment 2 investigated the potential sources of the emergence of advanced listener literacy and speaker-as-own-listener cusps using the probe procedure to identify the degree of conditioned reinforcement for voices. Full echoic responses across all participants significantly improved as a function of the advanced auditory MTS instruction. In Experiment 1, two out of four participants achieved full Naming. In Experiment 2, one out of three participants achieved full Naming. Two participants' self-talk and say-do correspondences significantly increased. Mastery of the protocol also resulted in increased reinforcement for choosing to listen to recorded speech.Special education, Educational psychology, Linguisticsjc2785Health and Behavior Studies, Applied Behavior AnalysisDissertations